Objective and subjective tests are two main types of tests. Objective tests typically have single correct answers and include multiple choice, true/false, matching, and short answer questions. Subjective tests are open-ended and require subjective scoring, including restricted response and extended response essays. Both test types have advantages and limitations. Guidelines for writing high-quality test items include ensuring questions measure intended learning outcomes, providing unambiguous questions and response options, and developing clear scoring rubrics.

1. Comparison Between Objective Type
and Subjective Type Tests

2. Outline:
 Test
 Types of Test
 Introduction of Objective and Subjective Type Test
 Objective Type Test
Types of Objective Type Test
Supply type test
Types of Supply Type
Short-Answer Item VS Completion Item

3. Continue..
Uses of Supply Type Test
Advantages
Limitations
Guidelines for writing
 True & False or Alternative-Response Item
What are they?
Uses
Advantages
Limitations

4. Continue..
Guidelines for writing
 Matching Exercise
What are they?
Uses
Advantages
Limitations
Guidelines for writing
 Multiple-Choice Items
What are they?

5. Continue..
Correct Answer Type and Best Answer Type
Uses
Advantages
Limitations
Guidelines for writing
 Subjective test items
Types of Subjective Test Items
Restricted-Response Test
Extended-Response Test

6. Continue..
Advantages of Restricted & Extended-Response Tests
Limitations of Restricted & Extended-Response Tests
Suggestions for writing
Scoring
Rubrics for restricted-response questions
Types of Rubrics for ERT
Suggestions for Scoring

7. An instrument or systematic procedure for measuring a sample of behaviour by
posing a set of questions in an uniform manner. Because a test is a form of
assessment, it also answers the question: How well does the individual
perform?- either in comparison with others or in comparison with a domain of
performance tasks. (Linn, Miller, & Gronlund, 2013)
 Type of tests:
Test are classified into two forms on the basis of their construction or
format and purposes:
 Objective Type Test
 Subjective Type Test

8. Continue.....
•
Type of
tests
Objective
Type Test
Subjective
Type Test

9. Introduction
 Traditional assessment techniques—objective
and subjective test items—have been used in
classroom for years. There is a tendency for
educators to believe that their development is
simple and straightforward.“…developing a test
is easy; developing a good test requires
knowledge, skill, [and] time…”(Gallagher, 1998)

10. Objective Type Test
 It is a test that is typically constructed to measure lower-level skills, such as,
knowledge, comprehension and application.
q It is also constructed to measure complex learning outcomes or
objectives, (higher-order items are much more difficult to write).
 Those with a single correct response; regardless of who scores a set of
responses, an identical score will be obtained.
 Objective implies that subjective judgments of the scorer do not influence an
individual’s score.
 Also known as “selected-response” and “structured-response” items.

11. Types of Objective Type Test
 Linn, Miller, and Gronlund (2013) classified objective test items as:

12. Supply type test
 Definition:
The test or item whose answer or solution
must be supplied by the students. It can be
answered by a word, phrase, number or
symbol.
(Linn, Miller, & Gronlund, 2013)

13. Types of Supply Type
Linn, Miller, and Gronlund (2013) divided
it into two types on the basis of the
method of presenting problem.These
types are:
•Short-Answer Item
•Completion Item

14. Short-Answer Item VS Completion Item
The short- answer item
uses a direct question.
Example:
Who is the founder of
Pakistan? ____________
Completion Item consists
of incomplete sentences.
Example:
The founder of Pakistan
is ___________.

15. Uses of Supply Type Test
It is used to measure simple learning outcomes, such as:
Knowledge of terminology
Knowledge of principles
Knowledge of methods and procedures
Knowledge of specific facts

16. Continue..
It is also used to measure some complex learning outcomes, such as:
The ability to interpret pictorial data e.g. graph, charts and diagram
The ability to solve numerical problem
The ability to manipulate mathematical symbol
If x/b= 3/b-1, then x= ?
The ability to complete and balance the chemical equation.
Mg+ (2)HCl-> ?

17. Continue..
 Advantages
 Easiest to construct
 Students must supply answer (partial
knowledge not enough)
 Limitations
 Unsuitable for most complex outcomes
 Difficult to score (partly right answers,
right but off-target answers, poor
spelling)
 (Therefore) less objective and more
time-consuming to score

18. Short-Answer and Completion Items
 Guidelines for writing
Word question so that answer will be brief (word, phrase,
number, symbol).
Word question so that only one answer is correct (e.g., at the
right level of generality).
Donot take wording directly from textbook (usually too
general, vague, or provides simple association for student).
A direct question is more desireable than incomplete
sentence (more natural, less ambiguous).

19. Continue.....
 If answer in numerical units, say which ones and indicate
the type of answer wanted (except when that is part of the
task!).
 Use blanks of equal length and put to right side of questions.
 When completion items are used, donot use too many
blanks in one item (meaning gets
lost).

20. True & False or Alternative-Response Item
 What are they?
Single declarative statement
Only one of several ways to respond: T/F, Y/N, F/O,
T/F/O
Variation on multiple choice
Can require correction of false answers (with
completion)

21. Examples

22. Uses
Measure knowledge
• Generalize to new situations
• Ability to distinguish fact-opinion (F/O)
• Ability to recognise cause-effect relationship
• Ability to measure some simple aspects of logic (e.g., if-then)
Measure understanding (limited)

23. Advantages
Time-efficient (3 T/F per 2 multiple choice)
Easy to construct (but more illusory than real!)
Can measure a broad range of knowledge
Can sample wide range of content (in some subjects)
Objective scoring

24. Limitations
Not useful in many subjects
Not useful beyond knowledge outcomes (except for
F/O, cause-effect)
Susceptible to guessing. Therefore:
• Many students get most items right

25. Continue.....
Guessing a problem. (50% probability)
• Provide clues
• Favors risk takers
Reliability low per number of items
Student response sets will increase unreliability when T/F answers
not balanced

26. Guidelines for writing
Understand that aim is to avoid ambiguity and clues—and
that is hard!
Avoid broad general statements (for T/F). Most
generalizations are false, and qualifiers give clues.
Avoid trivial statements (minutiae)
Avoid negative statements, especially double negatives
Underline any negative words (not, etc.)
Avoid long, complex sentences.

27. CONTINUE.....
Avoid two ideas in one statement unless a cause-effect item
(i.e., leave out non-essential clauses)
Avoid non-attributed opinions, unless the ability to spot
opinion is being tested
Avoid T/F items that unequal in length (longer are usually
true)
Avoid highly disproportionate number of T or F answers
(favors particular response set)

28. Matching Exercise
What are they?
 Variation on multiple choice (a combined set of them)
 Items are homogeneous in content (same topic)
 Elements in the column for which a match is sought
are premises
 Elements in the column from which selections are made
are response

29. Example

30. Uses
 Measure knowledge (dates, persons, principles, etc.)
 Task is to associate two things on a logical basis
 Measure pictorial material
Maps
Diagram

31. Advantages & Limitations
Advantages
Compact and efficient way to measure knowledge
Easy to construct (but more illusory than real! Hard to have plausible but wrong options)
Objective scoring
Limitations
Susceptible to giving clues (only T/F worse)
Restricted to simple factual learning
Difficult to find enough homogeneous items that not trivial

32. Guidelines for writing
Use only homogeneous items
Use unequal number of responses and premises (reduces guessing)
Say (and mean!) that responses can be used from zero to several times
Keep list of items to be matched brief (4-7 usually, and never more
than 10)
Aids homogeneity
Allows to test to provide more balanced coverage
Easier for students to scan full set

33. CONTINUE.....
Put list of shorter responses on the right (easier for students to scan
alternatives)
Arrange responses in logical order (alphabetic, date)
Easier to scan
Fewer clues
Directions should state basis of match
Saves students figuring that out
Avoids confusion, ambiguity
Directions should not be long and involved
Put all items on same page (no flipping, no missing)

34. Multiple-Choice Items
What Are They?
 Objective test items are not limited to the measurement of
simple learning outcomes. The multiple choice item can measure both
knowledge and understanding levels and is free of many of the
limitations of other forms of objective items.
 Most widely used
 Measure simple learning outcomes
 Measure complex learning outcomes (knowledge, understanding,
and application)
 Flexible, high quality items adaptable to most subject-matter content.
 Used extensively in achievement testing

35. CONTINUE.....
 Multiple-Choice Items Consists of a problem (stem) and a list of suggested
solutions (alternatives, choices, or options)
 Answers other than the correct answer are called distracters (decoys or
foils)
 Items can be stated in two ways:
 Direct questions
a) easier to write
b) more natural for younger students
c) present a clearly formatted problem
 Incomplete sentences
a) more concise
b) present a well defined problem if phrased well

36. Example

37. Correct Answer Type and Best Answer Type
 The correct answer type has only one possible correct
answer (recall factual information).
 The best answer type measures learning outcomes that
require the understanding, application or interpretation of
factual information (measures more complex learning and is
more difficult).
Note: When dealing with the best answer variety, make sure
your best answers are those that are agreed on by experts. This
will allow you to defend your answers as the best possible
choice.

38. Uses
Measuring Knowledge Outcomes
Knowledge of Terminology
Knowledge of Specific Facts
Knowledge of Principles
Knowledge of Methods and Procedures
Measuring Outcomes at the Understanding and
Application Levels
Ability to Identify Application of Fact Principles
Ability to Interpret Cause-and-Effect Relationships
Ability to Justify Methods and Procedures

39. Advantages
 Measures achievement and complex learning outcomes.
 Structure of alternatives eliminate vagueness and ambiguity.
Knowledge of content area is measured without concern for spelling errors.
Multiple-choice requires students to choose the correct or best answer while
true-false tests allow students to get credit for knowing a statement is not
correct.
Multiple-choice items have a greater reliability than true-false.
 Multiple-choice items measure a single idea while matching exercises
require a series of related ideas.
Multiple-choice items are usually free of response sets.

40. Limitations
Outcomes at the verbal level.
Requires selection of the correct answer
and therefore it does not measure problem
solving skills in math and science or the
ability to organize and present ideas.
It is difficult to find a sufficient number of
reasonable alternatives or distracters
(especially at the primary level).

41. Guidelines for writing
The stem of the item should be meaningful by itself and should present a definite problem.
The item stem should include as much of the item as possible and should be free of irrelevant material.
Use a negatively stated stem only when significant learning outcomes require it.
All the alternatives should be grammatically consistent with the stem of the item.
An item should contain only one correct or clearly best answer.
Items used to measure understanding should contain some novelty, but beware of too much.

42. CONTINUE.....
All distracters should be plausible. The purpose is to distract the uninformed from the correct answer
Verbal associations between the stem and the correct answer should be avoided.
The relative length of the alternative should not provide a clue to the answer.
The correct answer should appear in each of the alternative positions an approximately equal number of
times but in random order.
Use sparingly “none of the above” or “all of the above.”
Do not use multiple-choice items when other items are more appropriate.

43. Subjective test items
 Those items that typically do not have a single correct response.
 Subjective implies that subjective judgments of the scorer are an integral part of
the scoring process.
 Also known as “free-response,” “constructed- response,” and “supply-type”
items.
 Include essay items.
 Require students to produce what they know, as opposed to merely recognizing
the best response from a set of options.

44. CONTINUE.....
 Allow students to search for ideas and concepts that are not restricted
to a predetermined set of responses.
 Relatively easy to construct.
 Time consuming for students to answer.
 Can be time consuming and quite subjective to score, depending on
the format.

45. Types of Subjective Test Items
Types
of Subjective
Test Items
Restricted
response test
Extended
response test

46. Restricted-Response Test
 Limits content and response to be given.
 Can limit via how narrowly question is phrased (e.g., as specific
as a short-answer question).
 Can limit via scope of the topic to be discussed.
 Examples:

47. CONTINUE.....
 Another way
to limit is to base
the questions on
specific
problems (e.g., with
introduction like
that of an
interpretive
exercise).

48. Extended-Response Test
 Great freedom so that allows problem formulation,
organization, originality.
 Therefore, shares similar scoring difficulties with
performance-based tasks.
Example:
• Write a note on "Global Warming".

49. Advantages of Restricted & Extended-
Response Tests
 Measure complex learning outcomes
 Restricted-response essays:
 require students to supply, not just identify, the answer
 can target specific mental skills
 Extended-response essays:
 emphasize integration and application of high-level skills
 Can measure writing skills in addition to (or instead of) knowledge and
understanding
 Easy to construct—but only if you don’t care what you actually measure
and how reliably you do so!
 Contribute to student learning, directly and indirectly

50. Limitations of Restricted & Extended-
Response Tests
Unreliability of scoring (unless clear learning outcomes, good scoring
rubrics, practice in scoring).
Time-consuming to score—especially if follow guidelines.
Limited sampling of content domain.

51. Suggestions for writing
Restrict use to learning outcomes that cannot be measured well by
objective means (e.g., organization, originality)
Write questions that can call forth the skills specified in the intended
learning objectives.
Easiest to do with restricted-response
For extended-response items, helps to state evaluation criteria in
the question
Make sure they do not target what has not been taught

52. CONTINUE.....
Phrase the question so that student’s task is clear and comparable for all
Easiest with restricted response
For extended-response, don’t define the task so tightly that its purpose is
spoiled
Rather, give explicit instructions on type of answer desired (e.g., "Your answer
should be confined to 100-150 words. It will be evaluated in terms of the
appropriateness of the facts and examples presented and the skill with which it
is written.")
Indicate approximate time limit for each question
Give plenty of time (should be a power test not a speed test)
Avoid optional questions
They will not study the entire domain

53. Scoring
• There is no single correct or best answer to an essay question, so you need guidelines—
"rubrics"--for rating the quality of answers.
• Rubric = a set of guidelines for the application of performance criteria to the responses
and performances of students
• Carefully specify your scoring criteria before you finalize the exam
• May cause you to rethink or modify the question and its accompanying performance
criteria
• That, in turn, enhances likelihood of calling forth the intended responses
• Carefully specify your scoring criteria before you finalize the exam
• May cause you to rethink or modify the question and its accompanying performance
criteria
• That, in turn, enhances likelihood of calling forth the intended responses

54. Rubrics for
restricted-
response
questions
Decide Decide the level of explanation necessary
for full vs. partial credit
Decide Decide how to give points for each part
expected for a full answer
Write Write exemplar answer(s)

55. Types of
Rubrics for
ERT
Analytical Holistic

57. CONTINUE.....

58. Suggestions for Scoring
Prepare outlines of expected answers in advance
 Can redesign poor questions
 Provides common basis for judging all students
Use most appropriate scoring rubric, which depends on purpose
 Analytical, if focus is on multiple dimensions of performance and giving
feedback
 Holistic, if focus is on overall understanding rather than writing skill
Decide in advance how to handle factors irrelevant to learning outcomes

59. CONTINUE.....
Evaluate all responses to one question at a time. Reorder the papers
before grading the next question.
 Maintains more uniform standards for a question.
When possible, evaluate without seeing students’ names.
If important decisions rest on the results, use several raters.

61. References
• Linn, R.L., Miller, D., and Gronlund, N.E. (2013). Measurement and
Assessment in Teaching. Pearson.
• Retrieved from https://www.google.com.